Daily Colonial Life Guided Notes
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Daily colonial life revolved around agriculture and family responsibilities. Children started working young out of necessity, with fathers sometimes arranging for sons to be apprenticed to learn a trade. Education differed between social classes, with indentured servants receiving minimal or no schooling, and girls having less access to education than boys in most colonies. Life was difficult, as diseases like smallpox took many lives, especially among women and young children.
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__________________________________________________________________________________________________________________________________________________________________________
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g. Describe the events of December 7, 1941
__________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________
2. The United States at Wara. Describe how underprepared the US was for war
__________________________________________________________________________________________________________________________________________________________________________
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b. Why was the US so focused on the Pacific theater at the beginning of the War?
__________________________________________________________________________________________________________________________________________________________________________
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c. Describe โDoolittleโs Raidโ
___________________________________.
American Revolution Webquest
The document provides a lesson plan for students to investigate the causes and key events of the American Revolution by completing online activities and answering questions. The activities cover topics like the early English colonies in America, the Boston Tea Party, influential Founding Fathers like George Washington, battles like Lexington and Concord, and important documents that established the new nation's independence and government structure such as the Declaration of Independence, the Constitution, and the Bill of Rights.
A2 soc science review
1. Positivists favor 'macro' or structural explanations of behavior and seek to quantify human behavior like natural phenomena. However, interpretivists argue that sociology should not try to be a science.
2. Interpretivists believe the subject matter of sociology is interpreting human meanings and interpretations rather than verifying hypotheses. They favor verstehen, or understanding social actions from the actor's point of view.
3. The document asks students to complete criticisms of positivism using key terms like controlled, replicated, and natural. It then poses topic questions about theories like Durkheim's concept of social facts and Kuhn's idea of paradigms in normal science.
Module 6: PHILOSOPHY The human person in society
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
Chapter Walk Through Native Americans
This document provides an overview of historical information about Native Americans. It includes chapter summaries that describe how early humans made tools, the geography during the ice age, Native American tribes like the Inuit and Anasazi, and how different tribes lived in places like the Arctic, Southwest, Plains, and Eastern forests. The summaries highlight aspects of Native American culture like housing, tools, hunting practices, and farming techniques used in different environments across North America.
Flashcard retake 1 45 quiz 1st block
This document appears to be a flashcard quiz containing questions about important people, events, laws, and concepts from American history. Some of the questions ask about presidents, Supreme Court cases, amendments, wars, and notable figures like inventors. The format is a list of fill-in-the-blank and short answer questions about topics spanning from the Civil War era to the Vietnam War.
6.4 aboriginal issues
The document discusses Aboriginal issues in Canada, including their origins and population size prior to European arrival. It notes that Aboriginal traditions hold they have always existed in North America. It also describes the damaging effects of the residential school system, including high rates of substance abuse, suicide, and family problems among Aboriginal communities. The document further examines the Allied Tribes of BC and their opposition to the reduction of reserve sizes as recommended by the McKenna-McBride Commission on Indian Affairs.
1950s reading guide-student
This document contains 16 multiple choice questions about civil rights movements in the 1950s United States. It addresses key events, organizations, individuals and court cases such as the Montgomery Bus Boycott led by Martin Luther King Jr., the Brown vs Board of Education Supreme Court ruling that desegregated schools, and the NAACP's launching of legal challenges to racial discrimination. Native American civil rights issues are also discussed, such as the federal government's termination policy aimed at eliminating reservations.
Giver Materials
This document provides instructions and a grading rubric for a utopian society project. Students are asked to create their own utopian society by answering questions about the government, education, employment, money, transportation, recreation, responsibilities, outside influences, and alternative energy sources. They must then create a drawing of a typical home and mode of transportation, as well as a travel brochure. Finally, students will present their utopian society to the class in an attempt to convince others it is the perfect society. The grading rubric evaluates the quality of answers to the questions, the travel brochure components, and the presentation skills.
Giver Packet
This document provides vocabulary words and questions from chapters 1-6 of the novel "The Giver" by Lois Lowry. It begins with vocabulary words from chapter 1 in alphabetical order and their definitions. It then asks the reader to answer questions about the story, including whose point of view the story is told from and how Jonas' family is alike and different from the reader's family. Subsequent sections provide vocabulary from chapters 2-4 with sentences from the book and definitions. It asks the reader to identify items from the story and answer additional comprehension questions. The document concludes with a story map for the reader to fill out with characters, settings, events and a problem/solution section to complete as they read more of the book
Comm stds 2012 mock exam
The principal at Immaculate Conception High School asked Communication Studies students to investigate consumption and sale patterns at the school back gate vendors using a questionnaire to collect data on item preferences and average daily spending. The questionnaire could be administered in-person, online, or via telephone but has disadvantages like response bias and advantages like low cost. Students could also use observation, interviews, or surveys which offer benefits like direct responses but require more resources.
Chaper walk through native americans 2 4
This document provides students with prompts and questions to guide them through a walk-through of several textbook chapters on early human history and Native American cultures. It directs students to specific pages in the textbook to find answers by reviewing captions, graphics, maps and other materials. The prompts cover topics like how early humans made tools, Neanderthal skulls, dog domestication, mammoth tusks, ice age geography, archeological findings, ancient animals, the origins of llamas and camels, Native American populations before Columbus, what North America looked like millions of years ago, and traditions of Inuit cultures like hunting methods and winter shelter.
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Unit 2 study guide (immigration and industrialization)
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Westward expansion after the civil war
Westward expansion transformed America after the Civil War through mining, railroads, cattle ranching, and homesteading. The transcontinental railroad connected the country, while mining for gold and other metals led to boomtowns. Cattle drives and cowboys supported the beef industry. The Homestead Act encouraged settlement of the Great Plains, though conflicts arose with Native Americans over land. Native Americans faced difficulties on reservations and conflicts like the Battle of Little Bighorn and Wounded Knee massacre.
Reconstruction
The document provides information about Reconstruction following the U.S. Civil War, including key events and policies. It discusses the 13th, 14th, and 15th Amendments and their effects. Lincoln's 10% Plan for Reconstruction is compared to the more radical Wade-Davis Bill. Andrew Johnson's more lenient reconstruction plans are outlined and his conflict with Radical Republicans discussed. The rise of groups like the Ku Klux Klan and policies like the Black Codes and Jim Crow laws are summarized.
Battles of the civil war notes
The document provides details about major battles of the Civil War including questions about key details like the first major battle (First Battle of Bull Run), key generals who became famous after certain battles (Thomas "Stonewall" Jackson after First Bull Run), and strategies employed at important battles like Grant's strategy to capture Vicksburg which completed Union control of the Mississippi River. It concludes with details on Sherman's "March to the Sea" strategy of total war to break the Confederacy and questions about the strategies used by Grant to finally convince Lee to surrender at Appomattox Court House.
Civil war Leaders presentation
Tennessee played an important but divided role in the Civil War. It was the last Confederate state to secede due to divisions between its eastern, western, and middle regions. Several key figures influenced the course of the war, including Confederate president Jefferson Davis and generals Robert E. Lee and Stonewall Jackson, as well as Union admiral David Farragut and politicians William Brownlow and Nathan Bedford Forrest of Tennessee. African American regiments like the 54th Massachusetts and 13th United States Colored Troops from Tennessee played significant roles despite facing prejudice.
Tn during the civil war, leaders of the civil war
This document contains a series of questions about leaders and events during the American Civil War. It asks about which state seceded last, Tennessee's reasons for seceding, and the roles of key figures like Jefferson Davis, Robert E. Lee, and Ulysses S. Grant. It also asks about the contributions of minority regiments like the Massachusetts 54th and the 13th Colored Troops division. Important battles mentioned include the First Battle of Bull Run.
Civil War Battles and Events
The North had several advantages over the South during the Civil War. The North had a larger population and more industrial capabilities, allowing it to better support its army. It also controlled the seas, cutting off international trade from the South. While the South had early battlefield successes, the North's greater resources and manpower allowed it to win increasingly important battles and wear down the South over time.
Toward civil war guided notes
1. The document contains guided notes on the events leading up to the Civil War, including debates over slavery in new territories, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and the Lincoln-Douglas debates.
2. Key events summarized are the formation of the Republican Party in response to the Kansas-Nebraska Act, Chief Justice Taney's ruling in Dred Scott that denied citizenship to African Americans, and abolitionist John Brown's raid on Harper's Ferry which intensified sectional tensions.
3. The notes are intended to help students understand the differing views on slavery that emerged and escalated conflicts in the years leading up to the Civil War.
Toward civil war
The document summarizes key events leading up to the American Civil War, including debates over slavery in new territories gained from Mexico, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and the Lincoln-Douglas debates. Tensions increased as the North and South disagreed over the expansion of slavery. The Missouri Compromise was replaced by popular sovereignty under the Kansas-Nebraska Act, fueling conflict in Kansas between pro- and anti-slavery settlers. The Supreme Court's ruling in Dred Scott denied citizenship to African Americans and found that Congress could not regulate slavery. Lincoln and Douglas debated these issues during their 1858 Senate campaign, further dividing the nation along sectional lines.
The pre civil war south ppt
The South's economy was based almost entirely on agriculture, especially cotton, grown with slave labor. The Deep South states relied heavily on cotton, rice and sugarcane plantations. Eli Whitney's invention of the cotton gin in 1793 boosted cotton production and the demand for slaves. Most Southern whites were small farmers while a minority owned large plantations with many slaves. The rural poor lived in poverty. African Americans preserved elements of their culture while also experiencing oppression through slave codes. Nat Turner's rebellion in 1831 was an example of slave resistance, though violent revolts were rare. Southern cities developed along waterways and railroads.
The spirit of reform
The document summarizes various social reform movements that took place in the United States during the 1800s, including:
1. The temperance movement sought to ban alcohol, led by Lyman Beecher.
2. Education reform aimed to improve schools and was led by Horace Mann, who influenced the creation of normal schools to train teachers.
3. Prison reform, led by Dorothea Dix, brought attention to poor prison conditions and the incarceration of the mentally ill.
4. The abolition movement gradually grew from societies seeking a gradual end to slavery to immediate abolitionists like William Lloyd Garrison and Frederick Douglass. Notable abolitionists included Sojourner Truth, Harriet Tubman,
Manifest destiny ppt
1) The document discusses the concept of Manifest Destiny and how it led Americans to settle the West coast, specifically in Oregon and California. It describes how mountain men, fur trappers, and settlers on the Oregon Trail contributed to the development of these territories.
2) It then explains how the Mexican War allowed the U.S. to acquire much of the American Southwest, including Texas, New Mexico, California and Utah. The 1848 California Gold Rush spurred massive migration to the region.
3) Other groups like the Mormons also migrated West, establishing settlements in Utah to escape religious persecution they faced elsewhere.
The Age of Jackson
Andrew Jackson's presidency influenced the spread of American democracy in several ways:
1) Jackson expanded voting rights and portrayed himself as a champion of the common man, though voting was still limited to white men.
2) He implemented the "spoils system" of replacing government workers with his political supporters.
3) Jackson aggressively pursued the forced removal of Native American tribes, most notoriously the Cherokee Trail of Tears, to open more land for white settlement.
Immigration and the rise of cities 8.47
The document discusses factors that led to increased immigration to America in the 19th century. Mass potato crop failures in Ireland caused a famine that killed 750,000 people and led 2 million Irish to immigrate to the US, settling mostly in northeast cities due to poverty. Between 1845-1855, economic hardship and unrest caused nearly 1 million Germans to immigrate, many able to settle in midwest farmland. However, immigrants faced hostility from nativist groups who believed Americans' needs should come first and that immigrants were threats politically and to American culture. Nativists formed groups like the Know Nothing Party and in some cities, anti-Catholic riots broke out against Irish and German immigrants.
Henry clay's american system
Henry Clay proposed the American System, which aimed to promote economic development across all sections of the United States. The American System included protective tariffs to encourage domestic manufacturing, a national bank to stabilize the currency, and federal funding for internal improvements like roads, canals, and railroads to facilitate transportation and commerce. While the American System helped modernize the nation's infrastructure and economy, it also exacerbated sectional tensions between the industrial North and agricultural South by benefiting some regions more than others.
Transportation and trade in the early 1800's
The document discusses transportation and trade development in early 1800s America. It describes how private turnpike companies first built roads, and then Congress approved construction of the National Road to connect the east and west. It also discusses the advantages of river travel via steamboats, but rivers did not connect all regions, so a canal was built to link the Hudson River to Lake Erie (the Erie Canal). The canal opened in 1825 and greatly expanded trade by lowering shipping costs. Canals and roads helped America grow its economy in the early 19th century by facilitating transportation of goods and people.
Transportation and trade in the early 1800's
The document discusses various modes of transportation and trade in the early 1800s United States, including the development of roads by private companies and the national road connecting the east and west coasts. It also covers river travel via steamboats, which were pioneered by Robert Fulton and Robert Livingston, providing more efficient transportation than previous methods. Additionally, the construction of canals such as the Erie Canal is examined, which connected waterways and was built with the aid of immigrant laborers to facilitate trade and transportation between regions.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BรI TแบฌP Bแป TRแปข TIแบพNG ANH LแปP 8 - Cแบข NฤM - FRIENDS PLUS - NฤM HแปC 2023-2024 (B...
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skeleton System.pdf (skeleton system wow)
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Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Benner "Expanding Pathways to Publishing Careers"
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Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Daily Colonial Life Guided Notes
- 1. Name: __________________ Daily Colonial Life Guided Notes Essential Question: ____________________________ ___________________________________________ ___________________________________________ 1. The ____________ was the basis of colonial society. 2. Why was there a connection betweenpeople and the land in colonial society?________________________________________________ ______________________________________________________ 3.When could an indentured servant marry?______________________ 4. _______________ were not allowed to legally marry. 5. As head of the household, the fatherโs responsibilitiesincluded: A. B. C. 6. Men would either work _________________ orin a ________ ______. 7. What killed more women in colonial Americathan anything else?____________________________________________ 8. Some of the motherโs primary responsibilities included: A. B. C. 9. Nearly half the children born in colonial times didnโt live to the age of __.
- 2. 10. Reasons children were put to work at a young age: A. B. C. 11. Sometimes a father would arrange for his son to be an apprentice. What does this mean?____________________________________ _____________________________________________________ 12. There was very little ________ _________available. 13. What was the difference ineducation for boys and girls?_________ _______________________________________________________ 14. What was the only education provided for indentured servants?____ ________________________________________________________ 15. Slaves were prohibited from learning to _____________,but they could learn to ____________.Why?_________________________ _____________________________________________________ 16. New England villages started public schools when the population reached ________ families. 17. Schools in the Middle Colonies were operated by the ___________. 18. In the Southern colonies,children were educated at home by _______ or private ___________. 19. The only girls allowed to attend schoolin colonial America were ____________.